ORCID
https://orcid.org/0009-0001-7638-9513
Keywords
education policy, sensemaking theory, literacy instruction, elementary education, HB 1467, qualitative case study
Abstract
The purpose of this qualitative case study was to explore how elementary school teachers in a Florida public school district made sense of Florida’s House Bill 1467: K-12 Education (HB 1467) and how their interpretations shaped their reading and writing pedagogy. Guided by Karl Weick’s (1995) Sensemaking Theory as a theoretical lens for understanding these interpretations, the study examined how teachers navigated the complexities of policy implementation within the context of their daily classroom experiences. Participants included six third- and fourth-grade English Language Arts (ELA) teachers from four elementary schools within a Florida public school district. Data was collected through semi-structured interviews, classroom observations, and document analysis. The findings revealed that teachers’ sensemaking was not only shaped by the policy’s language but also by their professional identities, past experiences, school-level leadership, and emotional responses, such as fear, frustration, and desire to protect their students. These factors contributed to varied instructional choices, including the closure of classroom libraries, limiting text selection, and changes in their reading and writing pedagogy. This study highlights how policy meaning is constructed at the classroom level and contributes to the field of education by offering insight into how teachers make sense of and respond to mandates within politically influenced educational environments. It underscores the importance of involving educators in policy discussions and considering their voices in both the development and implementation of educational policy, especially when such mandates directly impact curriculum content, teaching, and students’ access to instructional materials.
Completion Date
2025
Semester
Summer
Committee Chair
Olan, Elsie
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Department of Learning Sciences and Educational Research
Document Type
Dissertation/Thesis
Campus Location
Orlando (Main) Campus
STARS Citation
DeVelder, Priscilla, "A Case Study of Grades 3-4 English Language Arts Teachers' Interpretations of Educational Policy and Their Pedagogical Choices in Literacy Instruction" (2025). Graduate Thesis and Dissertation post-2024. 287.
https://stars.library.ucf.edu/etd2024/287